英语专业学生毕业论文写作中反馈素养发展研究

英语专业学生毕业论文写作中反馈素养发展研究Abstract:ThisstudyaimstoinvestigatethedevelopmentoffeedbackliteracyamongEnglishmajorstudentsduringtheirthesiswritingprocess.Byanalyzingthefeedbackreceivedfromsupervisors,peerreviewers,andself-reflection,weaimtounderstandhowthisfeedbackinfluencesthegrowthofstudents'feedbackliteracyskills.Thestudyemploysamixed-methodsapproach,combiningbothquantitativeandqualitativedatacollectionmethods.Weconductedsemi-structuredinterviewswithstudentsandsupervisorstogatherinsightsintotheirperceptionsoffeedbackliteracydevelopmentduringthethesiswritingprocess.Additionally,weanalyzedwrittenfeedbackprovidedbystudentsduringthewritingphasetoidentifypatternsandtrendsinfeedbackliteracydevelopment.Thefindingssuggestthatwhilestudentsinitiallystrugglewitheffectivefeedbackliteracy,theygraduallyimprovethroughexposuretodiversefeedbacksourcesandactiveengagementinthefeedbackprocess.Thisstudycontributestotheunderstandingoffeedbackliteracydevelopmentwithinthecontextofacademicwritingandoffersvaluableinsightsforeducatorsandstudentsalike.Keywords:FeedbackLiteracy;EnglishMajorStudents;ThesisWriting;AcademicWriting;FeedbackProcess1.IntroductionTheimportanceoffeedbackinacademicwritingcannotbeoverstated.Itservesasacrucialtoolforlearnerstorefinetheirwork,addresserrors,andenhancetheiroverallwritingquality.However,feedbackisnotalwaysconstructiveoruseful,andstudentsoftenfacechallengesininterpretingandutilizingfeedbackeffectively.Assuch,developingfeedbackliteracyisessentialforstudentstobecomeproficientwriterswhocaneffectivelyengagewithfeedbackfromvarioussources.Inthisstudy,wefocusonEnglishmajorstudents'feedbackliteracydevelopmentduringthethesiswritingprocess.2.LiteratureReviewPreviousresearchhasexploredtheroleoffeedbackinacademicwriting,highlightingitspotentialtoimprovestudentwritingskills(e.g.,Smith&Konrad,2015).However,fewstudieshavespecificallyexaminedfeedbackliteracydevelopmentamongEnglishmajorstudents.OnenotablestudybyWangetal.(2018)foundthatfeedbackliteracywaspositivelycorrelatedwithstudents'writingperformance,suggestingthatfeedbackliteracymayplayasignificantroleinenhancingacademicwritingabilities.3.MethodologyToinvestigatefeedbackliteracydevelopmentamongEnglishmajorstudents,weadoptedamixed-methodsapproach.Firstly,weconductedsemi-structuredinterviewswithEnglishmajorstudentsandtheirsupervisorstogaininsightsintotheirperceptionsoffeedbackliteracydevelopmentduringthethesiswritingprocess.Secondly,weanalyzedwrittenfeedbackprovidedbystudentsduringthewritingphasetoidentifypatternsandtrendsinfeedbackliteracydevelopment.4.FindingsOurfindingsrevealthatfeedbackliteracydevelopmentamongEnglishmajorstudentsiscomplexandmultifaceted.Whilestudentsinitiallystrugglewitheffectivefeedbackliteracy,theygraduallyimprovethroughexposuretodiversefeedbacksourcesandactiveengagementinthefeedbackprocess.Ouranalysisofwrittenfeedbackindicatesthatstudents'feedbackliteracyimprovedsignificantlyduringthewritingphase,particularlyintermsofidentifyingerrors,providingconstructivecriticism,andofferingsuggestionsforimprovement.5.DiscussionTheimplicationsofourfindingsaresignificantforbothstudentsandeducators.Forstudents,ourresultshighlighttheimportanceofactivelyseekingfeedbackandusingitconstructivelytoenhancetheirwritingskills.EducatorscanusethesefindingstodesignmoreeffectivefeedbackstrategiesthatpromotefeedbackliteracydevelopmentamongEnglishmajorstudents.Additionally,ourstudysuggeststhatfeedbackliteracydevelopmentisnotsolelydependentonexternalfeedbackbutalsoinvolvesactiveengagementwithfeedbackfrompeersandsupervisors.6.ConclusionInconclusion,thisstudyprovidesvaluableinsightsintofeedbackliteracydevelopmentamongEnglishmajorstudentsduringthethesiswritingprocess.Ourfindingssuggestthatfeedbackliteracyisanessentialskillforacademicwritingsuccess,andstudentscandevelopitthroughactiveengagementwithfeedbackfromvarioussources.Futureresearchshouldexplorethelong-termimpactoffeedbackliteracydevelopmentonstudents'writingcareersandexamineotherfactorsthatmayinfluencefeedbackliteracydevelopment.7.ConclusionInconclusion,thisstudyprovidesvaluableinsightsintofeedbackliteracydevelopmentamongEnglishmajorstudentsduringthethesiswritingprocess.Ourfindingssuggestthatfeedbackliteracyisanessentialskillforacademicwritingsuccess,andstudentscandevelo